New Mexico Public Education Department s1

DO NOT ALTER THIS FORM. ALTERED FORMS WILL AUTOMATICALLY ELIMINATE THE MATERIAL FROM ADOPTION.

Instructional Material Bureau Summer 2010 Adoption Review Institute Form F: Publisher Alignment Form & Review Scoring Rubric Kindergarten Social Studies Publisher information and instructions: Publisher: Submitted by (name) : E-mail: Phone: Title of Student Edition: ISBN: Title of Teacher Edition: ISBN:

Alignment contact information: Completed by (name): E-mail: Phone: Date:

SECTION I (CONTENT STANDARDS) CITATION REQUIREMENTS AND SCORING A. Enter three (3) citations (one in each cell) for each indicator; enter the page number and the paragraph. a. Example: [123-5] would refer the reviewer to Page 123, paragraph 5 to find the evidence of the indicator. B. Citations for "Content Standards, Benchmarks & Performance Standards" must refer to the Student Edition. C. Citations for "Other Relevant Criteria" must refer to the Teacher Edition. D. Each citation must address an increasing level of cognition: a. Citation 1: Cites material that provides an introduction to the content at the basic knowledge level. b. Citation 2: Cites material that builds on prior knowledge/skills at the recall, comprehension and application level. c. Citation 3: Cites material that builds on prior knowledge/skills and integrates content to meet the standard at the analysis, synthesis, or evaluation levels. E. At least two citations must be found satisfactory by the Review Team to meet the requirements of the standard. Scoring will be as follows: a. Satisfactory citations at the “Basic Knowledge” level only, or no valid citations, score zero (0) points. b. Satisfactory citations at both the “Basic Knowledge” and “Application” level score a total of six (6) points. c. Satisfactory citations at all three levels score a total of ten (10) points. SEE THE BEGINNING OF SECTION II FOR REQUIREMENTS AND SCORING OF “OTHER RELEVANT CRITERIA” CITATIONS

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Instructional Material Bureau Summer 2010 Adoption Review Institute

THIS PAGE FOR REVIEW INSTITUTE STAFF

FACILITATOR USE ONLY FINAL SCORE VERIFICATION (TO BE COMPLETED BY THE FACILITATOR) Verified: 90% or Higher Facilitator Signature Verified: 89% or Lower Facilitator Signature

Reviewer: Date: Facilitator:

REVIEWER INSTRUCTIONS REVIEWER: USE THE STUDENT EDITION (SE) TO CONDUCT THIS PORTION OF THE REVIEW Mark only one cell in each row under the appropriate column. Every unshaded row must be scored. Scoring must follow these criteria: 1. Citations that you verify at the “Basic Knowledge” level only, or no valid citations, score zero (0) points. 2. Citations that you verify at both the “Basic Knowledge” and “Application” level score a total of six (6) points. 3. Citations that you verify at all three levels score a total of ten (10) points. Enter the total number of points in the “YES” column in the Column Totals boxes at the top of each page.

POINTS COLUMN DEFINITION 0 (NO) Citations did not meet the requirements of the standard for at least two levels. 6 (YES) Citations met the requirements of the standard at two of the levels. 10 (YES) Citations met the requirements of the standard at all three levels.

SECTION I: CONTENT STANDARDS, BENCHMARKS, & PERFORMANCE STANDARDS NO (0) Item YES REVIEWERS’ PAGE TOTALS  Count (6, 10)  CONTENT STANDARDS, BENCHMARKS & Citation 1 Basic Citation 2 Citation 3 PERFORMANCE STANDARDS Knowledge Application Analysis I. HISTORY STUDENTS ARE ABLE TO IDENTIFY IMPORTANT PEOPLE AND EVENTS IN ORDER TO ANALYZE SIGNIFICANT PATTERNS, RELATIONSHIPS, THEMES, IDEAS, BELIEFS, AND TURNING POINTS IN NEW MEXICO, UNITED STATES, AND WORLD HISTORY IN ORDER TO UNDERSTAND THE COMPLEXITY OF THE HUMAN EXPERIENCE. I.A. NEW MEXICO Describe how contemporary and historical people and events have influenced New Mexico communities and regions. I.A.1). Identify the customs, celebrations, and holidays of Basic Knowledge Knowledge Analysis 1 various cultures in New Mexico. Application I.B. UNITED STATES Understand connections among historical events, people, and symbols significant to United States history and cultures. I.B.1). Demonstrate an awareness of community leaders. Basic Knowledge Knowledge Analysis 2 Application I.C. WORLD Students will identify and describe similar historical characteristics of the United States and its neighboring countries. I.C.1). Identify the local, state, and national symbols (e.g., Basic Knowledge Knowledge Analysis 3 flag, bird, song). Application I.D. SKILLS Understand time passage and chronology. I.D.1). Understand the concept of past and present. Basic Knowledge Knowledge Analysis 4 Application II. GEOGRAPHY STUDENTS UNDERSTAND HOW PHYSICAL, NATURAL, AND CULTURAL PROCESSES INFLUENCE WHERE PEOPLE LIVE, THE WAYS IN WHICH PEOPLE LIVE, AND HOW SOCIETIES INTERACT WITH ONE ANOTHER AND THEIR ENVIRONMENTS. II.A. Understand the concept of location by using and constructing maps, globes, and other geographic tools to identify and derive information about people, places, and environments. II.A.1). Define relative location of items in the physical Basic Knowledge Knowledge Analysis 5 environment in terms of over Application II.A.2). Define personal direction of front Basic Knowledge Knowledge Analysis 6 Application II.B. Distinguish between natural and human characteristics of places and use this knowledge to define regions, their relationships with other regions, and patterns of change. II.B.1). Identify natural characteristics of places (e.g., Basic Knowledge Knowledge Analysis 7 climate, topography). Application 07JULY2009 (lb) KINDERGARTEN SOCIAL STUDIES Page 4 of 13 DO NOT ALTER THIS FORM. ALTERED FORMS WILL AUTOMATICALLY ELIMINATE THE MATERIAL FROM ADOPTION. SECTION I: CONTENT STANDARDS, BENCHMARKS, & PERFORMANCE STANDARDS NO (0) Item YES REVIEWERS’ PAGE TOTALS  Count (6, 10)  CONTENT STANDARDS, BENCHMARKS & Citation 1 Basic Citation 2 Citation 3 PERFORMANCE STANDARDS Knowledge Application Analysis II.C. Be familiar with aspects of human behavior and man-made and natural environments in order to recognize their impact on the past and present. II.C.1). Identify family customs and traditions and explain Basic Knowledge Knowledge Analysis 8 their importance. Application II.C.2). Describe the natural characteristics of places (e.g., Basic Knowledge Knowledge Analysis 9 landforms, bodies of water, natural resources, and Application weather). II.D. Understand how physical processes shape the Earth’s surface patterns and biosystems. II.D.1). Describe the Earth’s physical characteristics. Basic Knowledge Knowledge Analysis 10 Application II.E. Describe how economic, political, cultural, and social processes interact to shape patterns of human populations, and their interdependence, cooperation, and conflict. II.E.1). Identify classroom population. Basic Knowledge Knowledge Analysis 11 Application II.F. Describe how natural and man-made changes affect the meaning, use, distribution, and value of resources. II.F.1). Identify natural resources. Basic Knowledge Knowledge Analysis 12 Application III. CIVICS AND GOVERNMENT STUDENTS UNDERSTAND THE IDEALS, RIGHTS, AND RESPONSIBILITIES OF CITIZENSHIP AND UNDERSTAND THE CONTENT AND HISTORY OF THE FOUNDING DOCUMENTS OF THE UNITED STATES WITH PARTICULAR EMPHASIS ON THE UNITED STATES AND NEW MEXICO CONSTITUTIONS AND HOW GOVERNMENTS FUNCTION AT LOCAL, STATE, TRIBAL, AND NATIONAL LEVELS. III.A. Know the fundamental purposes, concepts, structures, and functions of local, state, tribal, and national governments. III.A.1). Identify authority figures and describe their roles Basic Knowledge Knowledge Analysis 13 (e.g., parents, teachers, principal, superintendent, Application police, public officials). III.B. Identify and describe the symbols, icons, songs, traditions, and leaders of local, state, tribal, and national levels that exemplify ideals and provide continuity and a sense of community across time. III.B.1). Recognize and name symbols and activities of the United States, New Mexico, and tribes, to include: III.B.1.a. United States symbols to include the flag, Basic Knowledge Knowledge Analysis 14 bald eagle, monuments Application III.B.1.b. New Mexico symbols to include the flag, Basic Knowledge Knowledge Analysis 15 Smokey Bear, State Bird, chili Application III.B.1.c. tribal symbols and activities to include Basic Knowledge Knowledge Analysis 16 Feast Days, pottery, arts, storytelling. Application III.B.2). Recognize patriotic activities including “The Basic Knowledge Knowledge Analysis 17 07JULY2009 (lb) KINDERGARTEN SOCIAL STUDIES Page 5 of 13 DO NOT ALTER THIS FORM. ALTERED FORMS WILL AUTOMATICALLY ELIMINATE THE MATERIAL FROM ADOPTION. SECTION I: CONTENT STANDARDS, BENCHMARKS, & PERFORMANCE STANDARDS NO (0) Item YES REVIEWERS’ PAGE TOTALS  Count (6, 10)  CONTENT STANDARDS, BENCHMARKS & Citation 1 Basic Citation 2 Citation 3 PERFORMANCE STANDARDS Knowledge Application Analysis Pledge of Allegiance”, “The Star Spangled Application Banner”, salute to the New Mexico flag, and New Mexico state songs. III.C. Become familiar with the basic purposes of government in New Mexico and the United States. III.C.1). Describe and provide examples of fairness. Basic Knowledge Knowledge Analysis 18 Application III.D. Understand rights and responsibilities of “good citizenship” as members of a family, school and community. III.D.1). Describe what is meant by citizenship. Basic Knowledge Knowledge Analysis 19 Application III.D.2). Explain what is meant by “good citizenship,” to include: III.D.2.a. taking turns and sharing Basic Knowledge Knowledge Analysis 20 Application III.D.2.b. taking responsibility for own actions, Basic Knowledge Knowledge Analysis 21 assignments, and personal belongings within the Application classroom and respecting the property of others. IV. ECONOMICS STUDENTS UNDERSTAND BASIC ECONOMIC PRINCIPLES AND USE ECONOMIC REASONING SKILLS TO ANALYZE THE IMPACT OF ECONOMIC SYSTEMS (INCLUDING THE MARKET ECONOMY) ON INDIVIDUALS, FAMILIES, BUSINESSES, COMMUNITIES, AND GOVERNMENTS. IV.A. Understand that individuals, households, businesses, governments, and societies make decisions that affect the distribution of resources and that these decisions are influenced by incentives (both economic and intrinsic). IV.A.1). Understand that basic human needs are met in Basic Knowledge Knowledge Analysis 22 many ways. Application IV.B. Understand that economic systems impact the way individuals, households, businesses, governments, and societies make decisions about goods and services. IV.B.1). Understand the concept of product (something Basic Knowledge Knowledge Analysis 23 produced by human, mechanical, or natural Application process). IV.B.2). Understand the importance of jobs. Basic Knowledge Knowledge Analysis 24 Application IV.C. Understand the patterns and results of trade and exchange among individuals, households, businesses, governments, and societies, and their interdependent qualities. IV.C.1). Describe trade (e.g., buying and selling, bartering, Basic Knowledge Knowledge Analysis 25 simple exchange). Application REVIEWER’S SECTION I TOTALS 07JULY2009 (lb) KINDERGARTEN SOCIAL STUDIES Page 6 of 13 DO NOT ALTER THIS FORM. ALTERED FORMS WILL AUTOMATICALLY ELIMINATE THE MATERIAL FROM ADOPTION. SECTION I: CONTENT STANDARDS, BENCHMARKS, & PERFORMANCE STANDARDS NO (0) Item YES REVIEWERS’ PAGE TOTALS  Count (6, 10)  CONTENT STANDARDS, BENCHMARKS & Citation 1 Basic Citation 2 Citation 3 PERFORMANCE STANDARDS Knowledge Application Analysis

SECTION II: OTHER RELEVANT CRITERIA

SECTION II CITATION REQUIREMENTS AND SCORING A. Citations for "Other Relevant Criteria" must refer to the Teacher Edition. B. Enter three (3) citations (one in each cell) for each indicator; enter the page number and the paragraph. a. Example: [123-5] would refer the reviewer to +Page 123, paragraph 5 to find the evidence of the indicator. C. All three citations must be found satisfactory by the Review Team to meet the requirements of the standard. REVIEWER: USE THE TEACHER'S EDITION (TE) TO CONDUCT THIS PORTION OF THE REVIEW Mark only one (X) in each row under the appropriate column. KEY: 0 = (NO) Citations did not meet the requirements of the standard. 5 = (YES) Citations met the requirements of the standard.

NO (0) YES (5) Item Count REVIEWERS’ PAGE TOTALS  

SECTION II: OTHER RELEVANT CRITERIA Citation 1 Citation 2 Citation 3

A. Provides models, selections, activities and opportunities for Citation 1 Citation 2 Citation 3 1 responses that promote respect for all people regardless of race, color, creed, national origin, age, gender, language or disability. B. Avoids stereotyping. Citation 1 Citation 2 Citation 3 2

C. Learning objectives and instructional strategies are explicit Citation 1 Citation 2 Citation 3 3 for every lesson and every chapter.

D. Lesson objectives stated at the beginning of each lesson and Citation 1 Citation 2 Citation 3 4 are reinforced in a variety of ways.

E. The beginning of each lesson includes the questions Citation 1 Citation 2 Citation 3 5 students will be expected to answer at the conclusion of the lesson.

F. Includes vocabulary list at the beginning of each lesson. Citation 1 Citation 2 Citation 3 6

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G. A variety of cultural perspectives are used in content. Citation 1 Citation 2 Citation 3 7

H. Uses visual aids to identify concepts and relationships. Citation 1 Citation 2 Citation 3 8

I. Uses visual aids to illustrate new words. Citation 1 Citation 2 Citation 3 9

J. Both content and graphic/visual aids represent the diverse Citation 1 Citation 2 Citation 3 10 populations of the world.

K. Provides substantial support and resources for differentiated instruction, including (score each item separately):

1. Clear, explicit instructions to students Citation 1 Citation 2 Citation 3 11

2. Explicit strategies for teachers Citation 1 Citation 2 Citation 3 12

3. Review & guided practice to refine new skills Citation 1 Citation 2 Citation 3 13

4. Ongoing review & skill practice to refine previously Citation 1 Citation 2 Citation 3 14 acquired skills

L. Includes content and information that support a variety of approaches to instruction, including (score each item separately): 1. Writing activities Citation 1 Citation 2 Citation 3 15

2. Speaking activities Citation 1 Citation 2 Citation 3 16

3. Project-based learning assignments Citation 1 Citation 2 Citation 3 17

4. Interdisciplinary instruction Citation 1 Citation 2 Citation 3 18

5. Thematic instruction across genres Citation 1 Citation 2 Citation 3 19

6. Activities that elicit critical thinking, such as Citation 1 Citation 2 Citation 3 20 collaborative group work, writing, speaking, researching, and interviewing M. Provides material and support for explicitly teaching Citation 1 Citation 2 Citation 3 21 comprehension.

N. Incorporates increasingly complex practice into lessons. Citation 1 Citation 2 Citation 3 22

O. Provides writing and speaking activities for students to Citation 1 Citation 2 Citation 3 23 make connections across reading selections, contemporary and classical culture, and their personal experiences. Some examples of this might include:  discussing/responding to open-ended prompts;  tracing cause and effect relationships;  comparing real life situations;  dramatizing, or;  tracing themes. P. Provides instructional support for the development of Citation 1 Citation 2 Citation 3 24 academic language and the practice of academic language through listening, reading, speaking/discussing, and writing. Q. Extensive and varied opportunities to practice targeted Citation 1 Citation 2 Citation 3 25 skills.

NO YES Item Count REVIEWER’S SECTION II TOTALS

NO YES Item Count REVIEWER’S GRAND TOTALS

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